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Posts Tagged ‘postsecondary’

CTE Research Review

Wednesday, August 27th, 2014

Research Image_6.2013As postsecondary institutions work to ease students through higher education with an increasing number of interventions such as statewide articulation agreements and common course numbering systems, students moving from one postsecondary institution to another still find that their earned credits often will not move with them.

Against the backdrop of increasingly complex transfer patterns, the National Center for Education Statistics has taken a closer look at a crucial piece of the transfer process – postsecondary credit transferability. This report focuses on transfers between postsecondary institutions not the high school-to-college credit transfer through dual enrollment and other agreements.

This new study examines how often, and under what conditions, students transfer from one postsecondary institution to another and how many of their earned credits will transfer with them. The study also considers to what degree institutional and student characteristics affect credit transfers. It should be noted that the study captures only first-time, full-time students.

Analyzing data from the 2009 Postsecondary Education Transcript Study, NCES found that 35 percent one-third of first-time beginning undergraduates transferred at least once in six years, and more than 10 percent of students transferred more than once.

The study found two factors consistently contributed to successful credit transfers – academic performance prior to transfer and the direction by which a student was transferring. Overall, when a student transfers in a way that the higher education system is designed to accommodate, a student’s credit was much more likely to transfer. More than half of transfer students started in community colleges, and were more likely to have successful credit transfers than “reverse or horizontal transfers,” when students move from a university to a community college or between institutions of the same type.

Be sure to check out the full 60-page report to take a closer look at the student transfer experience.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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Legislative Update: ED Continues Program Integrity Negotiations, NASDCTEc & IBM Host Briefing on CTE, Perkins

Friday, April 25th, 2014

CapitolBeginning this past Wednesday and ending today, the U.S. Department of Education (ED) reconvened a panel for a third round of negotiated rulemaking on program integrity and improvement. Negotiators are discussing a number of proposed regulatory changes for postsecondary institutions including clock-to-credit-hour conversions, state authorization of distance learning programs, remedial coursework, cash management and — most contentiously — how to define adverse credit history for the purposes of certain federal financial aid eligibility.

Since a preliminary consensus had already been reached on clock-to-credit-hour conversions during the last round of negotiations, the panel moved quickly on a second draft of proposed regulatory language. The proposed changes maintain the existing conversion formula, but significantly improve the clarity of the regulation. The intent of this particular rule is to ensure that postsecondary students enrolled in programs which provide instruction based on clock hours rather than credit hours receive equivalent amounts of federal financial aid for the same amount of coursework. It is important to note that for a formal consensus to be completed, the panel must also reach consensus on the other issues currently under discussion.

A newly drafted set of rules governing state authorization of distance programs was also heatedly debated this week. These proposed regulations determine the legal authorization of postsecondary education programs provided by institutions that are not physically located in the state. These proposed rules would primarily affect online, distance and correspondence education programs. Such programs would need to meet the various legal requirements imposed by individual states to offer distance education programs in each state where an enrollee resides if 50 percent or more of a course can be completed remotely. Among many other proposed changes, an institution would not be eligible for federal financial aid for its students if its graduates are not able to receive a certification or complete a licensing examination required for employment in that state after program completion, unless the program obtains prior acknowledgement from the student.

A fourth and final round of negotiations is expected on May 19-20, 2014. As this process unfolds, NASDCTEc will continue to monitor these negotiations and gauge any potential impact on postsecondary Career Technical Education (CTE) programs. More information on these negotiations and additional supplemental information can be found here.

NASDCTEc & IBM Host Briefing on CTE, Perkins

Yesterday the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) and IBM hosted a briefing for stakeholder groups interested in learning more about CTE and the Carl D. Perkins Career and Technical Education Act (Perkins). NASDCTEc’s Executive Director Kimberly Green and Stan Litow, IBM’s Vice President of Corporate Citizenship and Corporate Affairs and President of IBM’s Foundation, provided a joint briefing on these issues in an effort to prepare these groups for the reauthorization of Perkins.

While no official timeline has been laid out by Congress for the reauthorization of the law yet, employers and other stakeholders groups in the education and workforce communities have taken a significant interest in CTE and the Perkins Act over the past year as the law has come due for renewal. As both the House and Senate take steps to reauthorize Perkins, the briefing provided important background information on the 2006 reauthorization process, emerging themes and major changes occurring within the CTE enterprise over the past several years, employers’ growing interest in CTE, IBM’s P-Tech initiatives in New York and Connecticut and finally what to expect in the upcoming legislative process surrounding Congress’ consideration of the law.

NASDCTEc would like to thank IBM for hosting the event and for those who participated in the briefing. As the reauthorization process gets more fully underway in the coming year, NASDCTEc looks forward to working constructively with Congress, employers and other stakeholder groups to thoughtfully renew the law which constitutes the primary federal investment in CTE and our nation’s high schools.

OCTAE RFI Update

Earlier this week, NASDCTEc shared an announcement from the Departments of Education, Labor, and Health & Human Services (HHS) regarding a request for information (RFI) on career pathway systems. This multiagency RFI is soliciting information from a diverse group of stakeholders from both the public and private sectors, as well as from state, regional, tribal, and local entities on how to develop and improve career pathway systems. Specifically they are seeking information on effective career pathway models, best practices, barriers to their development and implementation, and also ways in which federal agencies can more effectively support these types of systems. Responses collected through this RFI will help inform future departmental career pathway strategies, policies, and investments.

Responses are due June 9th, 2014, and the official notice can be found here. The departments have also announced a webinar to provide an overview of this RFI and to provide instructions on how to respond. More information on that, including how to register, can be found here.

Steve Voytek, Government Relations Associate 

By Steve Voytek in News, Public Policy
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New Poll: Employers Value Skills & Knowledge Over Institutional Prestige

Tuesday, February 25th, 2014

mapToday Gallup and the Lumina Foundation presented the findings of two polls gauging employer and the public’s perceptions of America’s higher education system. The results, presented this morning at Gallup’s D.C. headquarters, found that a vast majority of employers value occupationally relevant skills, technical competencies, and knowledge gained through a postsecondary education much more than where a student went to school or what their major was. In fact, only 9 percent of employers reported that a job candidate’s alma mater was “very important” for their hiring purposes and a mere 28 percent reported that a candidate’s major was a “very important” factor in their hiring decision. Tellingly, 84 percent of employers said that the amount of knowledge the candidate has in a particular field was “very important” and 79 percent responded to the poll saying that applied skills were of the same value.

Overall the two polls, conducted in late 2013, provide five main insights:

These results have come as a surprise to many. A panel discussion followed the release of these findings which provided a forum for how best to redesign America’s higher education system to respond to these findings. Among the many proposals offered, greater employer engagement and an increased role for community colleges emerged as two important pieces to solving what Gallup has now termed the “work preparation paradox.” Panelists argued that community colleges are an underutilized bridge between colleges, high schools and the world of work and should be used more to promote access to other forms of postsecondary education outside of a traditional four-year degree.  Other recommendations for better employer engagement included providing more experiential learning opportunities to students and also increasing the role employers have in faculty professional development.

The full survey with further analysis from Gallup and the Lumina Foundation can be found here.

Steve Voytek, Government Relations Associate 

By Steve Voytek in News, Public Policy
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CTE Research Review

Wednesday, January 15th, 2014

Research Image_6.2013In case you missed it….

The National Center for Education Statistics (NCES) recently released Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later,  a report  literally ten years in the making. The ELS:2002 followed a cohort of sophomores over the last decade, out of high school and into their next steps. The report has some fascinating findings, largely around post-high school outcomes. A third of students earned a bachelor’s degree or higher (33 percent), 9 percent earned an associate’s degree, 10 percent a postsecondary certificate, and another third (32 percent) had or were still enrolled in postsecondary without having earned a credential. The remaining students either only had a high school diploma or equivalent (13 percent) or less (3 percent).

What’s truly striking is the impact of enrolling immediately in postsecondary education had on completion: among those who began their postsecondary education within 3 months of graduating, 53 percent had earned a bachelor’s degree or higher by 2012. Comparatively, among those who began their postsecondary education 13 or more months after graduating, only 7 percent had earned a bachelor’s degree or higher, although students did become more likely to earn a certificate or accrue postecondary credits without a degree or certificate.

Another, not-very-surprising, but disheartening piece of data from the report is the attainment gap between income-levels. Over 70 percent of students from the highest income quartile had a postsecondary certificate or more by 2012 compared to just 35.5 percent of students from the lowest income quartile.

Finally, the report reinforces the concern over high unemployment for young adults – as well as the notion that education and training beyond high school is critical for career success. While about 18 percent of 26-year olds are unemployed or out-of-the labor force, this figure jumps to 37 percent for individuals with less than a high school diploma and 24 percent for high school graduates, compared to 11 percent for those with a bachelor’s degree or higher, 14.6 percent for those with an associate’s degree and 18 percent for those with a postsecondary certificate. For this cohort, more education does equate to greater job stability.

This report offers a wealth of self-reported data on job conditions and benefits, debt and aspirations and is well worth a read.

MDRC released Beyond the GED: Promising Models for Moving High School Dropouts to College  this month, a review of research-based strategies for increasingly GED test-taking and success for the millions of Americans without a high school diploma. Specifically, the report focuses on three types of reforms: (1) efforts to increase the rigor of adult education instruction and the standards for achieving a credential; (2) GED-to-college “bridge” programs, which integrate academic preparation with increased supports for students’ transition to college; and (3) interventions that allow students to enroll in college while studying to earn a high school credential. Indiana and Washington are two states highlighted for their comprehensive approaches to adult education and training.

Finally, Education Commission of States has a new brief - Career/Technical Education, Not Your Father’s Vocational Education – which explores  some state approaches to increasing career readiness, including offering CTE endorsements, tying scholarships to career assessments, building career readiness into accountability systems,  integrating academics and CTE content, and increasing dual enrollment. However, much of the discussion around scholarships, endorsements and accountability is limited to the use of WorkKeys, which only measures a slice of a students’ career readiness.

Kate Blosveren, Associate Executive Director

 

By Kate Blosveren in Research
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Call for Presentations NOW OPEN for Achieving Excellence in Career Technical Education: The National Career Clusters Institute

Monday, December 23rd, 2013

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The Call for Presentations is NOW OPEN for Achieving Excellence in Career Technical Education: The National Career Clusters® Institute.

We are looking for sessions that feature high-quality programs of study, with proven track records of success; offer strategies for successful collaboration, implementation and innovation at the classroom, district or system level; and/or provide opportunities for participants to engage in interactive and hands-on learning activities.

MORE DETAILS
Proposal Deadlines
Proposals will be accepted through February 21, 2014. Speakers will be notified of status early March, 2014.
Submit your proposal now!
Ramona Schescke, Member Services Manager

By Ramona in Career Clusters®, Meetings and Events, National Career Clusters Institute, News
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CTE Research Review

Thursday, December 19th, 2013

Research Image_6.2013

Welcome to the final CTE Research Review of 2013! Below are some new and notable reports on issues impacting Career Technical Education.

The Education Commission of States (ECS) launched a 50-state database of dual/concurrent enrollment policies, including state reports, comparable data and links to specific legislation and regulations. The database includes information on access, finance, quality assurance and transferability. With about a third of all dual/concurrent credits earned by high school students in CTE disciplines, this is a key issue for CTE leaders and students.

The Afterschool Alliance released a new brief, Computing and Engineering in Afterschool, which explores why and how afterschool programs can help equip students with the skills they need to pursue engineering and computer science education and careers – and help fill gaps in traditional K-12 education. For more on STEM and the Afterschool Alliance, check out their STEM Impact Awards.

The Center for American Progress (CAP) has released two briefs in the last two months focusing on reforms in the higher education space: Meeting Students Where They Are: Profiles of Students in Competency-Based Degree Programs” and “A Path Forward: Game-Changing Reforms in Higher Education and the Implications for Business and Financing Models.” The first report explores various competency-based education models at the postsecondary level. In addition to laying out these models – from direct assessment to hybrid degrees – the brief also captures students’ perspectives and experiences earning degrees at their own pace and leveraging knowledge already gained in school and the workplace. It’s a compelling read and was discussed at a recent CAP event, which can be watched here.

The latter report focuses on some identified “game changers” for postsecondary education, notably stackable credentials, competency-based education and the Guided Pathways to Success model, laying out the benefits and the barriers that need to be removed to ensure more Americans have access to high-quality postsecondary learning, aligned with the demands of industry.

Finally, this week the National Center for Education Statistics released the annual Trial Urban District Assessment results, which was designed to explore how feasible it is to use the National Assessment of Educational Progress (NAEP) at the district level. For the 2013 administration, 21 districts participated. While a number of districts posted gains over previous years’ assessments, the results are by and large still very low across these urban districts, particularly for minority students. For a good (and honest) analysis of these results, check out Education Next.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Research, Uncategorized
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Resource Update: New Toolkits Now Available

Tuesday, November 26th, 2013

This past week, two new toolkits became available to assist in the implementation of Career Technical Education planning efforts.

1. A new Planning for Students’ Successful Transition to Postsecondary Education and Employment Toolkit has been developed by members of the Career Pathways and Technical Education Task Force of the Minnesota Department of Education.

This  tool contains the following transition elements with accompanying strategies, example resources for implementations, and partnerships.

2. The Department of Health & Human Services’ (HHS) Office of Family Assistance recently released Career Pathways: Catalog of Toolkits, an online compendium of free resources available for use in planning a Career Pathways initiative. In an effort to better coordinate efforts by the Departments of Education, Labor, and HHS, the catalog seeks to serve as a directory for model Career Pathways programs and details strategies for implementation. Users are able to browse toolkits and filter results based on the indented audience, target population, career pathway element, industry, and publisher.

Ramona Schescke, Member Services Manager

By Ramona in Resources
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CTE Research Review: OECD Report Examines Postsecondary CTE in the U.S.

Thursday, August 8th, 2013

Research Image_6.2013A new report from the Organization for Economic Cooperation and Development (OECD) examines strengths and challenges for postsecondary Career Technical Education (CTE) in the U.S.  The authors identified positive aspects including strong labor market returns on associate degrees and certificates, and the inclusiveness of U.S. postsecondary CTE. Broad recommendations were provided in three key areas – funding for quality, aligning credentials to industry needs, and strengthening transitions into and within postsecondary education and the labor market – and more specific recommendations included:

The U.S. Department of Education also released a background piece on postsecondary CTE that was used to inform the study.

NASDCTEc and the College Board recently partnered on a webinar and issue brief to show the relevance of Advanced Placement® (AP) courses and exams to CTE Programs of Study. The issue brief includes information on each Career Cluster® and potential AP courses and exams that could apply to each area. Students, parents, counselors and teachers may find this document especially useful to help CTE students follow programs of study that lead to college and career readiness and success.

Kara Herbertson, Research and Policy Manager

By Kara in News, Research, Resources
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On Track & Moving Forward: Smarter Balanced Assessment Consortium Update

Friday, April 26th, 2013

On April 25, the Smarter Balanced Assessment Consortium (Smarter Balanced) hosted a briefing in Washington, DC, on the progress of the 26-state consortium.

Smarter Balanced is one of the two Race to the Top-funded consortia of states working to develop K-12 assessment systems aligned to the Common Core State Standards. The assessments – in mathematics and English Language Arts/Literacy – will be administered online and will provide students with an early signal of their readiness for college-level credit-bearing courses. The Smarter Balanced assessment system will include required summative assessments, optional interim assessments to be administered locally through each school year, and a series of formative tools and processes to be used at the classroom level.  The summative assessments will utilize computer-adaptive testing with the goal of providing greater precision and efficiency in measuring students’ proficiency on the Common Core State Standards.

Joe Willhoft, Executive Director of Smarter Balanced, provided an overview of the assessment system, including an update on the pilot test occurring right now in over 5,000 schools and reaching about 1 million students. Willhoft also shared newly released cost estimates that peg the cost per student to be approximately $22.50 for just the summative assessment, which is actually less than what about two-thirds of Smarter Balanced states currently spend on assessments. He noted that about 70 percent of the cost will go towards the (human) scoring of the performance-based items included in the assessment used to measure problem solving and deeper analytical skills.

Willhoft also discussed the option states and districts will have to use paper-and-pencil tests for the first three years of administration as a strategy of easing the transition to the computer-based assessments, noting that the results from the paper test will be comparable with the online assessments.

Jacqueline King, Director of Higher Education Collaboration for Smarter Balanced, spoke on the role higher education has been playing throughout the design and development process. Specifically, she pointed to the college content-readiness policy released last month that will facilitate the use of the high school assessments by institutions of higher education. Students who score a three or above on the high school summative assessment will have a portable score that can be used by colleges and universities to exempt them from remedial education and place them into credit-bearing courses. Looking ahead, Smarter Balanced will continue to engage with higher education to build awareness and support for the assessment system.

King also mentioned that Smarter Balanced would be exploring the idea of what the assessments mean insofar as students’ academic “career readiness” in coming months.

Kate Blosveren, Associate Executive Director

By Kate Blosveren in Public Policy
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CTE in the News: Georgia Lt. Gov. Urges Business, Industry, Education Leaders to Address Skills Gap

Friday, November 16th, 2012

Education that prepares students to compete for jobs in the global economy must be a top priority for business, industry and education leaders, Georgia Lt. Gov. Casey Cagle warned a crowd of nearly 200 at the College and Career Academy Summit this week, according to the Rome News-Tribune.

“Each of us has the chance to shape what this economy and what this future for all of us is going to look like,” Cagle said Thursday. “It’s a huge responsibility… Quite honestly I don’t think there is anything, as a public policy maker, that is more important today than the education system in this state.”

The three-day event featured the theme “Business and Education Partnerships: Success in Action” and was hosted by Floyd County College and Career Academy and Georgia Northwestern Technical College. Leaders were scheduled to address workforce skills gaps in health care, technology, manufacturing and energy amidst a growing regional interest in the career academy movement.

According to Rome News-Tribune, Cagle said that significant economic opportunities have been rising in the U.S. because of events occurring in Asia and Europe, companies such as the manufacturing giant Caterpillar Inc. and Baxter, a pharmaceutical company, are bringing work opportunities to Georgia.

“What is interesting about those industries is that they are all located where there was a college and career academy,” Cagle said. “We’re leading the nation in workforce development because of … what we’re doing with our college and career academies.”

Floyd County Schools College and Career Academy have experienced a “powerful transformation” that has encouraged partnerships between secondary and postsecondary education, and the business community, according to a Floyd County Schools news release. On Friday, discussions were designed to focus on the enhancement and expansion of career academy development.

Erin Uy, Communications and Marketing Manager

By Erin in Uncategorized
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